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A Systematic Review of the Effects of Mentoring Programs in English Learners 导师制对英语学习者影响的系统评价
Contemporary school psychology Pub Date : 2023-06-10 DOI: 10.1007/s40688-023-00463-7
Sara Castro-Olivo, Kayla Witcher, Héctor H. Rivera, W. Altamira
{"title":"A Systematic Review of the Effects of Mentoring Programs in English Learners","authors":"Sara Castro-Olivo, Kayla Witcher, Héctor H. Rivera, W. Altamira","doi":"10.1007/s40688-023-00463-7","DOIUrl":"https://doi.org/10.1007/s40688-023-00463-7","url":null,"abstract":"","PeriodicalId":72700,"journal":{"name":"Contemporary school psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44272977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Students Helping Students: Implementation of Elementary Math Facts Fluency Interventions by High Schoolers 学生帮助学生：高中生实施初等数学事实流利性干预
Contemporary school psychology Pub Date : 2023-06-01 DOI: 10.1007/s40688-023-00469-1
S. Powell, K. Rist, B. Stein, E. Banks, Sierra Villanueva, Bian Alwadi, Kaylee Dupree, Andrea Frau-Canabal, Manali Patel
{"title":"Students Helping Students: Implementation of Elementary Math Facts Fluency Interventions by High Schoolers","authors":"S. Powell, K. Rist, B. Stein, E. Banks, Sierra Villanueva, Bian Alwadi, Kaylee Dupree, Andrea Frau-Canabal, Manali Patel","doi":"10.1007/s40688-023-00469-1","DOIUrl":"https://doi.org/10.1007/s40688-023-00469-1","url":null,"abstract":"","PeriodicalId":72700,"journal":{"name":"Contemporary school psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47349352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Special Education Evaluation Considerations in a Post-pandemic Era. 后疫情时代的特殊教育评估考虑因素。
Contemporary school psychology Pub Date : 2023-05-25 DOI: 10.1007/s40688-023-00468-2
Wesley A Sims, Rondy Yu, Danielle Zahn
{"title":"Special Education Evaluation Considerations in a Post-pandemic Era.","authors":"Wesley A Sims,&nbsp;Rondy Yu,&nbsp;Danielle Zahn","doi":"10.1007/s40688-023-00468-2","DOIUrl":"10.1007/s40688-023-00468-2","url":null,"abstract":"<p><p>While disruptions to typical education, special education, and psycho-educational service delivery practices in response to the COVID-19 pandemic have dissipated, their impact magnified educational systems' overreliance on evaluations to determine eligibility for special education and related services. Given that the potential for future disruptions is now ever-present, it is imperative that service providers learn from these recent experiences to improve typical policies, procedures, and practices under normal service delivery circumstances as well as to respond efficiently and effectively to any future disruptions, should they arise. To this end, this work presents several reminders and considerations for multidisciplinary teams related to assessment, testing, special education evaluations, and closely related processes exacerbated by the COVID-19 pandemic.</p>","PeriodicalId":72700,"journal":{"name":"Contemporary school psychology","volume":" ","pages":"1-8"},"PeriodicalIF":0.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10211282/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9711952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Validating Rating Scales for Executive Functioning across Education Levels and Informants 跨教育水平和信息提供者的执行功能评定量表的验证
Contemporary school psychology Pub Date : 2023-04-29 DOI: 10.1007/s40688-023-00462-8
Lucie C. Spreij, C. van Tuijl, P. Leseman
{"title":"Validating Rating Scales for Executive Functioning across Education Levels and Informants","authors":"Lucie C. Spreij, C. van Tuijl, P. Leseman","doi":"10.1007/s40688-023-00462-8","DOIUrl":"https://doi.org/10.1007/s40688-023-00462-8","url":null,"abstract":"","PeriodicalId":72700,"journal":{"name":"Contemporary school psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41480104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Parent Expectations for Postsecondary Transition among Youth with ASD: Exploring the Role of Family Mental Health 父母对自闭症谱系障碍青少年中学后过渡的期望：家庭心理健康的作用探讨
Contemporary school psychology Pub Date : 2023-04-05 DOI: 10.1007/s40688-023-00466-4
Kristin M. Rispoli, Gloria K. Lee, Christiana Okyere, Sydney R. Nelson, Mackenzie Z. Norman
{"title":"Parent Expectations for Postsecondary Transition among Youth with ASD: Exploring the Role of Family Mental Health","authors":"Kristin M. Rispoli, Gloria K. Lee, Christiana Okyere, Sydney R. Nelson, Mackenzie Z. Norman","doi":"10.1007/s40688-023-00466-4","DOIUrl":"https://doi.org/10.1007/s40688-023-00466-4","url":null,"abstract":"","PeriodicalId":72700,"journal":{"name":"Contemporary school psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43287738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Impact of Youth Digital Citizenship Education: Insights from a Cluster Randomized Controlled Trial Outcome Evaluation of the Be Internet Awesome (BIA) Curriculum 青少年数字公民教育的影响:来自Be Internet Awesome (BIA)课程的聚类随机对照试验结果评估的见解
Contemporary school psychology Pub Date : 2023-04-05 DOI: 10.1007/s40688-023-00465-5
L. Jones, K. Mitchell, C. Beseler
{"title":"The Impact of Youth Digital Citizenship Education: Insights from a Cluster Randomized Controlled Trial Outcome Evaluation of the Be Internet Awesome (BIA) Curriculum","authors":"L. Jones, K. Mitchell, C. Beseler","doi":"10.1007/s40688-023-00465-5","DOIUrl":"https://doi.org/10.1007/s40688-023-00465-5","url":null,"abstract":"","PeriodicalId":72700,"journal":{"name":"Contemporary school psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41880367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Initial Evaluation Practices to Identify Young Children with Delays and Disabilities. 确定有延误和残疾的幼儿的初步评估做法。
Contemporary school psychology Pub Date : 2023-04-04 DOI: 10.1007/s40688-023-00467-3
Rachel Stein, Elizabeth Steed
{"title":"Initial Evaluation Practices to Identify Young Children with Delays and Disabilities.","authors":"Rachel Stein,&nbsp;Elizabeth Steed","doi":"10.1007/s40688-023-00467-3","DOIUrl":"10.1007/s40688-023-00467-3","url":null,"abstract":"<p><p>The value of early intervention is well demonstrated; however, less is known about the processes that initial evaluation teams use to evaluate and determine young children's eligibility for early intervention (EI) and preschool special education. The present study surveyed multidisciplinary early childhood providers (<i>N</i> = 1445) who conduct initial evaluations for young children. Quantitative survey data were analyzed using descriptive analyses to describe the location of initial evaluations, tools used, team membership, and approaches to eligibility determination for children with possible delays and disabilities. Evaluation practices varied greatly, but evaluation teams most often included early childhood special educators and speech and language pathologists, school psychologists or other specialists were less frequently involved. Eligibility approaches were also wide-ranging with percentage delay and standard deviation below the mean most often used; several challenges when determining eligibility were also described. Evaluations for EI and preschool special education were compared to look at variations. Statistically significant differences were found when comparing evaluations focused on eligibility for EI or preschool special education. Implications and future directions are explored.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40688-023-00467-3.</p>","PeriodicalId":72700,"journal":{"name":"Contemporary school psychology","volume":" ","pages":"1-12"},"PeriodicalIF":0.0,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10072816/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9711956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Correction to: “You Have No Place in the World”: Social Rejection as a Developmental Mechanism in Middle Childhood—Latency 更正：“你在世界上没有位置”：社会排斥是儿童中期的一种发展机制——潜伏
Contemporary school psychology Pub Date : 2023-03-29 DOI: 10.1007/s40688-023-00464-6
Hanna Fisher-Grafy, Rinat Halabi
{"title":"Correction to: “You Have No Place in the World”: Social Rejection as a Developmental Mechanism in Middle Childhood—Latency","authors":"Hanna Fisher-Grafy, Rinat Halabi","doi":"10.1007/s40688-023-00464-6","DOIUrl":"https://doi.org/10.1007/s40688-023-00464-6","url":null,"abstract":"","PeriodicalId":72700,"journal":{"name":"Contemporary school psychology","volume":"27 1","pages":"387 - 387"},"PeriodicalIF":0.0,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45718926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Person-Centered Exploration of Peer Aggression and Prosocial Behavior in Early Adolescence 青少年早期同伴攻击与亲社会行为的人本研究
Contemporary school psychology Pub Date : 2023-03-18 DOI: 10.1007/s40688-023-00461-9
S. Hopkins, A. Marks, G. Fireman
{"title":"A Person-Centered Exploration of Peer Aggression and Prosocial Behavior in Early Adolescence","authors":"S. Hopkins, A. Marks, G. Fireman","doi":"10.1007/s40688-023-00461-9","DOIUrl":"https://doi.org/10.1007/s40688-023-00461-9","url":null,"abstract":"","PeriodicalId":72700,"journal":{"name":"Contemporary school psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44001122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Publication Trends of LGBTQ+ Topics in School Psychology Literature Across Time LGBTQ+主题在学校心理学文献中的出版趋势
Contemporary school psychology Pub Date : 2023-03-18 DOI: 10.1007/s40688-023-00459-3
J. D. Thomas, Alyson C. Honaker, A. Schmitt, Elizabeth McCallum
{"title":"Publication Trends of LGBTQ+ Topics in School Psychology Literature Across Time","authors":"J. D. Thomas, Alyson C. Honaker, A. Schmitt, Elizabeth McCallum","doi":"10.1007/s40688-023-00459-3","DOIUrl":"https://doi.org/10.1007/s40688-023-00459-3","url":null,"abstract":"","PeriodicalId":72700,"journal":{"name":"Contemporary school psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43113188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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